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1、pointandcounterpointCooperativewritingresponsegroupsandself-evaluationMelinaPortoTheideaforthispaperarosewhenIrealizedthat,inmanyways,whatIhadtoteachatmyuniversityinArgentinacontradictedresearchfindingsintheareaofwriting.Mysituationwas,andcontinuestobe,diªcult,becauseIca
2、nonlytakelimitedinstructionaldecisions,andourtestingprocedureshavealreadybeenestablished.Thispaperistheresultofmuchreflectiononhowtobringmyteachingclosertomybeliefsaboutgoodwritingpedagogywithinthepresentinstitutionalframework.Di¤erentaspectsofwriting,suchasaudience,purp
3、ose,timepressure,andfeedback,areinspected,andtheirimplicationsfortheclassroomexplored.Itisarguedthattimedwritingpersecontradictsrecentresearchonwritingpedagogy,andisthereforeinappropriate.Apedagogicproposaliso¤ered,basedoncooperativewritingresponsegroupsandself-evaluati
4、on.IntroductionIteachacompulsoryannualcourse,partofafive-yeargraduateprogramContextforprospectiveteachersand/ortranslatorsofEnglishinArgentina.Studentsarewhite,middle-class,Spanish-speakingfemales,aged19–21,withCAElevel.Asoneofthreeassistantteachers,Ihavetoadheretotheins
5、tructionalandtestingproceduresinforce.Currently-requiredpracticesinvolvethecompulsoryreadingofteacher-selectedbooks,noreadingforpleasure(exceptthatarisingfromthelearners’self-direction),aproductapproachtowriting(compositionsarejudgedasfinalproducts),andtheevaluationofwri
6、tingskillsonthebasisofthetimedproductionofgrammaticallyandlexicallyaccuratetexts.Moreprecisely,learnershavetwohourstoproduceawrittentextofapproximately350wordsonateacher-selectedtopic.Feedbackcomesintheformoferrorcorrectionbytheteacher.Althoughgoodcontentisvalued,andflaw
7、sincontentarepenalized,three‘serious’grammaticalmistakes(e.g.intenses,prepositions,etc.)outweighanywell-developedpieceofwriting,andwouldresultina‘fail’mark.Apartfromahandoutissuedtousforclassroomuse,ourteachingpracticesarenotregulated.Aslongasweteachwhatthecourserequire
8、s,wearefreetodecidehowtodosoinourclasses.Wearetoldwhattoteach,butnothowtoteachit.Thisfreedom,thoughinsomesense
